Warming up、Pre-reading、Reading、Comprehending教学内容

The Second Period

Reading Teaching goals 教学目标

1. Target language 目标语言

a. 重点词汇和短语

brochure, Oceania, adequate, ecology, autonomous, federal, defense, policy, tax, taxation, nation, citizen, celebration, birthplace, tolerate, tolerance, migrant, homeland, via, superb, rust, rusty, tropical, splendor, timetable, heritage, aboriginal, fortnight, reservation, highway, out of respect b. 重点句式

Australia is a popular destination with tourists from all over the world who come to experience its unique ecology. P22 Australia has a federal government responsible for the matters that affect people all over the country. P22 Australia Day celebrations that include people from so many birthplaces are an excellent way to encourage tolerance, respect, and friendship among all the people of Australia. P22 At different times of the day it appears to change color, from grey-red at sunrise, to golden and finally to burning red at dusk. P23 ... most people don’t do this out of respect for the Aboriginal people who consider the rock to be sacred. P23 2. Ability goals 能力目标

Enable the students to talk about the general situations of Australia. 3. Learning ability goals 学能目标

Help the students learn to talk about Australia.

Teaching important points 教学重点

Talk about the general situation of Australia including a holiday, scenery and attractions.

Teaching difficult points 教学难点

Learn to analyze the passage.

Teaching methods 教学方法

Teach as a whole, skimming, scanning, discussing, analyzing. Teaching aids 教具准备

A computer and a projector. Teaching procedures && ways 教学过程与方式

Step Ⅰ

Homework checking T: Who want to tell me something more about Australia? S1: The Commonwealth of Australia was formed in 1901 through the federation of six states under a single constitution. S2: Today Australia is one of the most cosmopolitan and dynamic societies in the world. Over 200 languages are spoken, with English the common language. The nation has thriving ethnic media, an international business reputation, an innovative artistic community, diverse religious and cultural activities and variety in foods, restaurants, fashion and architecture. S3: The climate is generally pleasant without extremes in temperature. The seasons in Australia are the opposite to those of the Northern Hemisphere. Spring: September — November Summer: December — February Fall: March — May Winter: June —

August. T: Good!

Step Ⅱ

Lead-in Show some pictures of Sydney Opera House to arouse the students’ reading interest.

T: Look at the screen. What are these pictures about?

Ss: They are the pictures of Sydney Opera House. T: Who can say something about it? S1: Sydney Opera House must be one of the most recognizable images of the modern world-up there with the Eiffel Tower and the Empire State Building - and one of the most photographed. S2: Not only is it recognizable, it has come to represent ‘Australia’.

S3: Quite right. Although only having been open since 1973, it is as representative of Australia as the pyramids are of Egypt and the Coliseum of Rome. S4: I’ve got some information about the Sydney Opera House. And may I show it on the screen? T: Go ahead please.

Sydney Opera House facts and figures ·

Was designed by Danish architect Jorn Utzon

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Was opened by Queen Elizabeth II on 20 October 1973

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Presented, as its first performance, The Australian Opera’s production of War and Peace by Prokofiev ·

Cost $AU 102,000,000 to build

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Conducts 3000 events each year

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Provides guided tours to 200,000 people each year

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Has an annual audience of 2 million for its performances

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Includes 1000 rooms

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Is 185 meters long and 120 meters wide

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Has 2194 pre-cast concrete sections as its roof

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Has roof sections weighing up to 15 tons

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Has roof sections held together by 350 kms of tensioned steel cable

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Has over 1 million tiles on the roof

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Uses 6225 square meters of glass and 645 kilometers of electric cable T: Well done!

Step Ⅲ

Pre-reading Get the students to do the task in Pre-reading by glancing at the passage quickly. T: I know you’ve got a lot about Australia by consulting various materials. And during this period, we’ll get more information about this country through different aspects. Now look through questions 1 and 2 in Pre-reading, and then answer them. (After a few minutes) T: Check your answers with your partner. Who volunteer to tell me your answers? S1: I think the topic should be Australia. S2: As to Q2, I think Text 1 is mainly about its Geography. Text 2 is about a festival Australia Day. Text 3 is about scenery. Text 4 is about a World Heritage Site. Text 5 is about an Attraction. S3: Text 1 is part of a text in an encyclopedia. Text 2 is a newspaper article. Text 3 is an advertisement. Text 4 is a postcard from someone on holiday. Text 5 is part of tourist brochure. T: You’ve got it!

Step Ⅳ

While-reading 1. Skimming Get the students to skim the passage quickly to answer the questions in Task 1 in Comprehending. T: Now turn to Page 24 and go through the questions quickly and then skim the passage to get the answers. (Then check the answers.)

2. Scanning Get the students to read more carefully to do Task 2. T: Now scan the text again and do Task 2. (After giving them enough time) Who want to tell us the facts that you consider to be the most interesting? S1: The center of it is mainly desert and dry grassland and has fewer settlements. S2: Its unusual wildlife interests me most. S3: Each year many people become Australian citizens. S4: Ulura appears to change color at different times of the day.

S5: Most people don’t climb Uluru out of respect. S6: ... T: Good! Australia is really a unique country and that’s why it attracts so many tourists from all over the world. 3. Dealing with some language problems. T: Do you have any language problems? S1: I don’t know what’s the difference between “defend ... from”

and “prevent ... from”. T: OK. Here we have two groups of phrases on the screen. (1) stop / prevent / keep ... from ... (2) protect / defend / cover ... from ... T: Now go through the examples on the screen and find out the difference.

(1) We should do something to stop / prevent / keep the earth from being polluted. (2) When traveling we’d better take an umbrella to protect / defend / cover ourselves from the sun or rain. T: Who’ve found out the difference? S2: I think after ‘from’ in the first group of phrases we often use a gerund while in the latter we often use a noun. T: Yes. You are quite right. Is there any other questions? S3: How about these words: sight, scene, view, and scenery? T: Well, when referring to natural things we often use sight; when referring to something of human, we usually use scene; when referring to rural areas we always use view or scenery, but scenery is an uncountable noun. Now choose the best words of the four to fill in the blanks on the screen. (1) Which do you like better town 1_____ or rural 2_____. (2) Sunrise is a beautiful 3 _____. (3) I really miss the natural _____ in my hometown. T: What are your answers? Ss: 1. scenes

2. views

3. sight

4 scenery T: Good! You’ve got it.

Step Ⅴ

Post-reading Get the students to do Task 3 by discussing in Comprehending. T: Well, now discuss the questions in Task 3 with the others around you. (After giving them enough time) who volunteer to tell me your opinions? S1: People from different cultural and social grounds make Australia their home. S2: Because Australia encourages tolerance, respect and friendship among all people of Australia. S3: I think winter is appropriate for people to travel by train while summer is more suitable for people to travel by plane. Because winter is warm and dry while summer is hot and wet. S4: Most agriculture takes place in the south-eastern and south-western areas, because the lands in these areas are fertile and can get adequate rainfall. S5: Although Australia is such a large country, the centre of the continent is mainly desert and dry grassland and it is not fit for human to live there. S6: It is large, developed, autonomous, and attractive. T: Wonderful!

Step Ⅵ

Paragraph-analyzing Help the students to analyze the structure of the passage by discussing some questions. T: Now discuss the questions on the screen with your partners. 1. What’s the writing style of the passage? 2. What’s the characteristic of the passage? 3. What’s the main idea of the passage? 4. What’s the writing purpose of the passage? T: (After some time) Have you finished your discussion? Ss: Yes. T: Good. What style do you think the passage belongs to? S1: It belongs to illustrating writing.

T: What do you think of the characteristics? S2: As a whole, classification declaration is used with subtitles to introduce Australia, making the students have a clear idea of it. Numbers, examples and pictures are also used, making the illustration more vivid and concrete. T: What’s the main idea? S3: After reading the passage, we readers can get some information about Australia, especially its geography and scenery. T: What’s the purpose? S4: The passage not only makes us readers get a general idea of Australia but also arouses our interest in it and encourage us to pay a visit to it. I think these are the purposes of the passage. T: Good! Any other things? S5: Australia belongs to all our human being. We should protect it while we are enjoying it. And no matter what we do, and where we are. We should keep the world in mind.

Step Ⅶ

Homework 1. Listen to the passage one more time. 2. Preview the tasks in Learning about Language. The Third Period

Language study Teaching goals 教学目标

1. Target language 目标语言

a. 重点词汇和短语

migrant, adequate, sow, hardship, bachelor, owe, correspond with b. 重点句子

Most Australia believe that having people from so many different backgrounds creates tolerance and respect and makes Australia a stronger nation and a more interesting place to live. P24 The early settlers owed their survival to hard work and determination to succeed. P25 The keeper’s solution was to build and even bigger barrier. P26

The result was disappointing. P26 The meat seems to shrinking. P26 It smells strange. P26

2. Ability goals 能力目标

Enable the students to learn the usage of some important words in this unit. Enable the students to master what can act as predicative and which verb can be used as link verb. 3. Learning ability goals 学能目标

Help the students use the new words and expressions and predicative correctly.

Teaching important points 教学重点

What can be used as predicative.

Teaching difficult points 教学难点

What other verbs can be used as link verbs besides “be”.

Teaching methods 教学方法

Summarizing and practicing. Teaching aids 教具准备

A computer and a projector. Teaching procedures && ways 教学过程与方式

Step Ⅰ

Learning about words 1. Discovering useful words and expressions Get the students to do Task 1, 2 and 3 according to the instructions and then ask some of them to present their answers. Before asking students to do this part, the teacher first should make sure that the students know the part of speech of these words, and then consult the dictionary to see how the same kinds of words are defined. Possible answers to Task 2

Word Your definition Dictionary definition

migrant People who came from one place A person or animal or esp. birds that are now living in another place migrates or is migrating. Enough for the purpose To plant or scatter seeds on a piece of land adequate sow Enough Put seeds in to soil hardship bachelor correspond owe Something painful and difficult People who don’t marry

Keep touch with Think one results from another Difficult condition in life An unmarried man Exchange letters regularly To admit as the cause, discover, or point of origin Possible answers to Task 3 word tax home words related taxation, tax-collector, tax-payer, tax-free homeland, hometown, homework, homesick, homemade, homeless, homelike rust time rust-less, rustproof

timetable, time-bomb, time-spirit tight night-bell, night-bird, night-school, night-work, night-dress, night clothes, night-flower autonomy autonomous, automation, automatic, automat defend tolerate celebrate nation defense, defenseless, defendant, defensive, defendable tolerance celebration, celebrator national, nation-wide, nationality, nation-army, nation-band, time-limit, time-difference, time-saving, nation-defense, nation-economy city birth associate citizen, Citizenship, city-hall, city-man birthday, birthplace, birth-mark, birth-control, birth-rate association, associational

reserve way

reservation, reserved, reservoir airway, railway, waylay, waybill, way-less, way-worn 2. USING WORDS AND EXPRESSIONS (Workbook) Get the students to do the exercises in USING WORDS AND EXPRESSIONS and then check their answers together.

Step Ⅱ

Grammar 1. Revising useful structures Get the students to do Task 1, 2 and 3 in revising useful structures and then check their answers together. Possible answers to Task 3. (1) Australia is the only country that is a continent. (Noun) (2) It is the sixth largest country in the world and is in the smallest continent. (Preposition phrase) (3) Australia is famous for its huge, open spaces, bright sunshine, enormous number of sheep and cattle and its unusual wildlife. (Adjective) (4) Australia is made up of six states. (Past participle) (5) At different times of the day it appears to change color, from grey-red at sunrise, to golden and finally to burning red at dusk. (Infinitive) 2. Using structures (Workbook) Get the students to do task 1, 2 and 3 in USING STRUCTURE and then check their answers together. 3. Structure summary Guide the students to summarize predicative and link verbs by collecting their answers on the black board.

T: Can you tell me what can be used as predicative? Ss: Nouns, pronouns, numerals, adjectives, participles, gerunds, infinitives, adverbs, prepositional phrases, word groups and clauses.

T: You are quite right! T: It is known that we always put a predicative after a link verb and there are many link verbs besides “be” in English? Now sort the link verbs with your partner. (After a few minutes) Who volunteer to tell us yours? S1: 1. be 2. become, get, turn, go, grow 3. sound, smell, taste, feel 4. look, seem, appear 5. keep, remain, stay, continue 6. fall, come, prove,

7. live, lie, sit, stand, exist T: Great! You’ve got it. 4. Practice Get the students to do the practice and then check their answers. T: Now fill in the blanks. 1. ___ he knew nothing about her. A. It appeared as if

B. It seems that C. It looked that

D. It seems as if 2. The supply of bricks ____ short. A. going

C. getting

B. running

D. becoming 3. Each time we had a meeting, he would ___ silent. A. sit

B. stand

C. lie

D. prove 4. He dreamed of being a college student. His dream finally ____ true. A. went

B. turned

C. got

D. came 5. We’ve never thought that he has ____ robber. A. become

B. proved

C. turned

D. made T: Have you finished it? Ss: Yes. T: OK. Tell me your answers.

Ss: 1-5 DBADC T: Good!

Step Ⅲ

Homework 1. Make sure you know the difference between the link verbs. 2. Preview the listening practice, and collect some information about flag.